Title of Lesson: Oppression and the Holocaust

Goals and Objectives

Students will be able to define the concept of oppression.

Students will be able to identify examples and non-examples of oppression

California State Content Standards

11.7.5- Discuss the constitutional issues and impact of events on the U.S. home front, in­ cluding the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler’s atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.

Lesson Introduction:

There will be a poster up in the front of the class with the word oppression on it. Students are to walk to the front of the class and write down what they think of when they think of the word oppression. They can write down specific events that show oppression or they can write down words or phrases that they think embody the word oppression. After students write down their thoughts, the class will have a discussion about the word oppression and its critical characteristics which could be.

1. Prolonged cruel or unjust treatment or control.2.The state of being subject to such treatment or control.3. thefeelingofbeingheavilyburdened,mentallyorphysically,bytroubles,adverseconditions, anxiety

Vocabulary:

Holocaust, ghetto, genocide, kristallnacht, concentration camp

Content Delivery:

Students will read in their books about the specifics of the Holocaust in pg. 542-549 in their textbooks. Then students will read samples of other instances of oppression, which they will then fill out with their oppression table organizer worksheet.

Student Engagement:

Students will read samples of instances of oppression. There will be one non-example of oppression as well. Students will use their charts to fill in what they have read in the samples. They will read about a few different instances in US history and have to decide based on the critical elements of the word oppression, if those instances were oppression or not oppression

Demonstrated Learning:

Students will have completed their oppression charts, which show what they have learned in the lesson. By completing the chart they will show that they know what the concept of oppression means by accurately identifying instances of oppression throughout American History.

Lesson Closure:

For the lesson closure, students will write down one instance of oppression in US history and be able to explain why that is considered oppression.This will be an exit ticket activity.

Accommodations:

Struggling readers will have a list of difficult vocabulary terms to help them understand the readings. They will also have a guided reading note page to help them get through the original reading in their textbooks.

ELL students will be given a Spanish-English dictionary so that they can look up confusing words in the reading that they will be doing.